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Socioemotional competence in context: Black adolescent boys' socioemotional competence, neighborhood‐school racial (in)congruence, and social adjustment
Author(s) -
Lozada Fantasy T.,
Jagers Robert J.,
Nguyễn Hòa X.
Publication year - 2022
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22593
Subject(s) - socioemotional selectivity theory , psychology , racial composition , developmental psychology , social class , congruence (geometry) , social competence , social psychology , social change , race (biology) , sociology , gender studies , political science , law , economics , economic growth
The current study examined patterns of Black adolescent boys' socioemotional competence (SEC) in the midst of racial (in)congruence of their neighborhood and school contexts and the associations of these patterns with self‐ and teacher‐reported social adjustment. Data collected from 417 Black adolescent boys in 7th–11th grade were analyzed using a multilevel class analysis to derive student‐level classes of SEC and neighborhood racial composition and school‐level classes of school racial composition. Class associations with social adjustment were examined via analysis of variance and analysis of covariance among a subsample of 258 Black males. Four patterns of SEC‐neighborhood racial composition and two patterns of school racial composition were identified; the former were associated with self‐ and teacher‐reported social adjustment. Interactive patterns of SEC‐neighborhood racial composition classes and school racial composition classes were associated with teachers' reports of negative social adjustment. Study findings suggest that considering SEC within racialized contexts is important for understanding Black adolescent boys' adjustment.